Dubois Nadège, Tonus Céline, Klenkenberg Sophie, Donneau Anne-Françoise, Buléon Clément, Ghuysen Alexandre
Public Health Department, Medical Simulation Center, University of Liège, Liège, Belgium.
Digital Tools Research and Education Support Unit, University of Liège, Liège, Belgium.
Adv Simul (Lond). 2024 Nov 20;9(1):44. doi: 10.1186/s41077-024-00318-y.
Faculty development in medical simulation is a growing need, given the increased use of simulation-based learning in healthcare. Training of trainers is demanding and resource-consuming; therefore, there is a need for accessible, practical, and resource-saving solutions enabling efficient faculty development. For that purpose, we investigated whether a massive open online course (MOOC) could meet these challenges. This manuscript presents a MOOC, its pedagogical strategies, and its impacts on faculty development. The University of Liège Medical Simulation Center developed a MOOC with five learning units focused on the foundations of simulation training. Each unit ends with a set of theoretical and practical exercises. Our results showed knowledge and skills acquisition (objective exercise score data) among participants with a success rate of 67%, as well as high levels of engagement and confidence in learning (self-reported data). We demonstrate that a MOOC for faculty development in healthcare simulation is effective, has the potential to be an accessibility enabler, and offers an additional tool for trainer training. We recommend designing it with various asynchronous online modalities and multiplying social interactions with peers and trainers to favor trainees' engagement and subsequent learning. Further perspectives should study blended learning strategies in faculty development and define the optimum ratio between face to face and online synchronous and asynchronous modalities.
鉴于模拟学习在医疗保健领域的使用日益增加，医学模拟方面的教师发展需求也在不断增长。培训培训师要求高且耗费资源；因此，需要有可获取、实用且节省资源的解决方案，以实现高效的教师发展。为此，我们研究了大规模开放在线课程（MOOC）是否能够应对这些挑战。本文介绍了一门MOOC、其教学策略及其对教师发展的影响。列日大学医学模拟中心开发了一门MOOC，有五个学习单元，聚焦于模拟培训的基础。每个单元结尾都有一组理论和实践练习。我们的结果显示，参与者在知识和技能获取方面（客观练习得分数据）成功率为67%，同时在学习中的参与度和信心水平较高（自我报告数据）。我们证明，一门用于医疗保健模拟教师发展的MOOC是有效的，有潜力成为促进可及性的工具，并为培训师培训提供额外的手段。我们建议采用各种异步在线模式进行设计，并增加与同行和培训师的社交互动，以促进学员的参与和后续学习。未来的研究方向应探讨教师发展中的混合学习策略，并确定面对面、在线同步和异步模式之间的最佳比例。
